Presentation on theme: "Are you ready for the challenge? 2010. We each remember the great teachers who touched our loves, kindled our interest and pressed us to do our best."— Presentation transcript:

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We each remember the great teachers who touched our loves, kindled our interest and pressed us to do our best. We hold powerful images of such teachers. They exhibited a deep caring and love for children. They conveyed a passion for the subjects they taught, captivating their students with that passion. They approached their work with creativity and imagination, striving constantly to improve. As committed professionals, they were proud to be teachers. What Teachers Should Know and Be Able to Do 2002

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Created in 1987 in response to “A Nation At Risk” and “A Nation Prepared” An independent, non-profit, non-partisan and non- governmental organization Receives funding support from foundations, corporations and the U.S. Department of Education NBPTS: Overview

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To advance the quality of teaching and learning by: Mission Maintaining high and rigorous standards for what teachers should know and be able to do Providing a national voluntary system certifying teachers who meet these standards, and Advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers ®

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1.Teachers are committed to students and their learning. 2.Teachers know the subjects they teach and how to teach those subjects to students. 3.Teachers are responsible for managing and monitoring student learning. 4.Teachers think systematically about their practice and learn from experience. 5.Teachers are members of learning communities. The Five Core Propositions

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Standards are based on the NBPTS policy statement, What Teachers Should Know and Be Able to Do, and the Five Core Propositions Standards are written by practicing classroom teachers, developmental experts and educational leaders in each respective disciplinary field, from across the country Standards are widely disseminated for public review, approved by the NBPTS Board of Directors and made available online at no charge A Standards-based Performance Assessment

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National Board Certification Candidates demonstrate in-depth content knowledge and teaching practices that are measured against high and rigorous standards All candidates have up to three years to achieve certification Certification is offered in 24 different certificate areas across 7 developmental age groups, covering more than 95% of preK-12 education.

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Current Certificate Fields AGE CATEGORIES Early childhood Middle childhood Early adolescence Young adulthood CONTENT AREAS Art Career and Technical Education English as a New Language English Language Arts Exceptional Needs Generalist Health Education Library Media Literacy:Reading-Language Arts Mathematics Music Physical Education School Counseling Science Social Studies-History World Languages Other than English *Ages can be grouped together and are dictated by the content field.

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Applicants must have: At least 3 years’ experience as a preK-12 classroom teacher or school counselor in a public or private school A bachelor’s degree from an accredited institution A valid, unencumbered teaching license, or a license to practice as a school counselor, if applying for the School Counseling certificate Eligibility Prerequisites

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Describe, analyze and reflect on: student work professional practice classroom interactions Videotape their own classroom activities Present student work demonstrating growth over time Document accomplishments with students’ families and local/professional communities What Applicants Submit Preparation and submission of a portfolio requires the candidate to:

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Respond to 6 computer-delivered prompts, each allowing up to 30 minutes for the candidate’s typed response Demonstrate breadth and depth of content knowledge associated with the certificate field Assessment Center Exercises Candidates must also complete a half-day appointment at a computer testing center, requiring that a candidate:

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Early Childhood Generalist Assessment Exercise Prompt (retired)Mathematics Introduction In this exercise, you will use your knowledge of mathematical concepts and processes to apply these concepts to real-world applications. You will be asked to respond to 4 prompts. Criteria for scoring To satisfy the highest level of the scoring rubric you must provide clear, consistent, convincing evidence of the following: A deep understanding of mathematical concepts and processes A deep understanding of mathematical concepts and processes An accurate identification of the student’s misconception/difficulty An accurate identification of the student’s misconception/difficulty A well-developed instructional strategy or learning experience that is clearly linked to real-world applications and appropriately addresses the child’s needs A well-developed instructional strategy or learning experience that is clearly linked to real-world applications and appropriately addresses the child’s needs Developmentally appropriate choice of materials to teach the mathematical concept and a rationale for your choice of these materials. Developmentally appropriate choice of materials to teach the mathematical concept and a rationale for your choice of these materials.

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Early Childhood Generalist Assessment Exercise Prompt – Example “A kindergarten child is having difficulty with a math concept” PROMPTS: 1.Identify the student misconception/difficulty on this student work sample. 2.What fundamental concepts are prerequisite for students at this grade level in order to learn these skills? 3.Based on real-world application, state your goal for a learning experience to help this student. Plan a learning experience based on this goal that would further student understanding of this mathematical concept. 4.What materials would you use to teach this concept to this child. What is your rationale for your choice of materials? Students were asked to mark an X on each triangle.

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National Board Certification: Advances student learning, as shown by independent research studies Offers an opportunity for professional growth Recognizes and rewards accomplished teaching Elevates teaching as a profession Promotes teaching as a lifelong career Empowers teachers to participate in education reform efforts Benefits for Teachers

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National Board Certification: Measurably improves student learning Enhances and builds a community of learners within schools Satisfies (in many states) the “highly qualified teacher” requirement of No Child Left Behind Elevates teaching in a way that can inspire and excite the school community Positively impacts recruitment and retention Benefits for Superintendents, School Administrators and Principals

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National Board Certification: Places emphasis on student learning Values collaboration with families as an important way to enhance student learning Requires teachers to demonstrate their practice in the classroom Recognizes accomplished teaching in schools Benefits for Parents

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National Board Certification: Advances student learning, as shown by independent research studies Is a rigorous assessment of pedagogy and content knowledge Is a sound investment of public funds In many states, helps to satisfy the “highly qualified teacher” requirement of No Child Left Behind Benefits for Policymakers

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National Board Certification: Is a successful school reform strategy grounded in research Contributes to the advancement of workforce development Is an investment in the community Benefits for Business Leaders Worth Magazine identified NBPTS as among America’s top 100 nonprofit organizations.

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Over 1/3 of all schools of education in the United States have aligned their standards with those of NBPTS. In addition, many of these institutions: Involvement of Higher Education Incorporate NBPTS standards in their pre-service and graduate program curricula Offer NBPTS candidate support programs and/or courses Conduct research Invite NBCTs as adjunct professors

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The American Council on Education (ACE) is the major coordinating body for higher education in the United States. Based on an independent review of the certification process, ACE approved the following: Approved for Graduate Credit Teachers who achieve National Board Certification are eligible to receive a transcript for 6 graduate credit hours in education Teachers who receive a total weighted scaled score, but who do not achieve certification, are eligible to receive a transcript for 3 graduate credit hours in education

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Assures the technical measurement quality of the assessments Demonstrates the impact of National Board Certification Collects and disseminates data and information to stakeholders and the public NBPTS has long supported an independent research agenda that: NBPTS: Grounded in Research

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Research Results Student Achievement Gains Students of National Board Certified Teachers (NBCTs) experienced year-end testing improvements that averaged 7 to 15 percent more than peers whose teachers did not hold the certification. (University of Washington and the Urban Institute, 2004) Students of NBCTs did a measurably better job than other 9th and 10th graders on year-end math tests in Miami-Dade County Public Schools. All else being equal, teachers who had achieved National Board Certification helped their students achieve greater testing gains than did colleagues without the certification. (The CNA Corporation, 2004) Students of NBCTs outperformed students of non-board certified teachers on the Stanford-9 Achievement Test, with learning gains equivalent on average to spending more than an extra month in school each year. (Arizona State University, 2004)

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Research Results Closing the Achievement Gap NBCTs are particularly effective with students who have special needs, and there is some evidence that Black and Hispanic students may also receive extra benefits. (The CNA Corporation, 2004) Students of NBCTs experienced year-end testing improvements that averaged 7 to 15 percent more than peers whose teachers did not hold the certification. This performance differential was most pronounced for younger and lower-income students whose gains were as high as 15 percent. (University of Washington and the Urban Institute, 2004) Intense group support sessions had the greatest positive impact on the NBPTS assessment scores of African-American teacher-candidates and candidates from high-poverty schools. (The Finance Project, 2005)

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Research Results High Quality Professional Development Teachers who pursued National Board Certification showed significant improvements in their teaching practices, whether they achieved certification or not. (Lustick/Sykes, 2006) National Board for Professional Teaching Standards’ assessment and certification process is an effective method of professional development and is more cost effective than other comparable methods such as advanced degrees. (Cohen C., 2005) NBCTs scored higher on all 13 dimensions of teaching expertise than did teachers who sought but did not achieve National Board Certification. The differences were statistically significant on 11 or the 13 dimensions. (University of North Carolina at Greensboro, 2005)

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Research Results Highly Qualified Teacher Students of National Board Certified Teachers exhibited deeper learning outcomes more frequently than students of non- certified teachers. (Appalachian State University, 2005) NBCTs had greater consistency in their focus on student assessment, their tools to collect data on student achievement were rated as significantly better, and they reported more practice of matching assessments with student learning goals. (University of North Carolina at Chapel Hill, 2004) NBCTs had dispositions and skills that were in alignment with high-quality teaching. Researchers also found a positive relationship between teacher efficacy and student achievement. (George Washington University, 2005)

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Research Results Sustained School Improvement Virtually all NBCTs, 99.6 percent, are engaged in at least one leadership activity to improve the quality of teaching or boost student learning in the nations’ classrooms. (Yankelovich Partners, 2001) Candidates felt that the National Board Certification process has led to positive interaction with teachers, administrators and communities. (NBPTS, 2001) NBCTs demonstrated a desire to serve in leadership roles that include being professional development leaders, supervising student teachers and serving as team leaders and mentors. (University of North Carolina at Chapel Hill, 2003)

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Wisconsin NBPTS Support DPI: Candidates applying to DPI or MPS Representative before December 15 th receive $1,250 stipend to offset costs of registration State awards up to $2,000 reimbursement of first year expenses after certification (SAVE RECIEPTS) and $2,500 each year for 9 years. An additional $2,500 is given to teachers who teach in high poverty (60% free/reduced lunch) schools. Wisconsin NBCT’s receive Master Licensure Governor: Each year NBCT’s are invited to a reception at the Governor’s Mansion hosted by Jessica Doyle

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2010-2011 National Board Certification Assessment Calendar APPLY JANUARY 1 - DECEMBER 31, 2010 Application Fee $500 & nonrefundable $65 initial fee received by NBPTS during this period Full fee payment and all eligibility forms must be received at NBPTS Assessment Center Testing Window Portfolio due at NBPTS on or before Receive your results no later than Jan. 1 - Dec. 31, 2010 Jan. 31, 2011 July 1, 2010- June 15, 2011 Mar. 31, 2011 Dec. 31, 2011

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WNBN Wisconsin National Board Network, Inc. The mission of the Wisconsin National Board Network is to enhance student learning by:  Promoting National Board Certification  Supporting those seeking certification  Advocating for educational reforms  Encouraging continued professional development, including leadership development, for National Board Certified Teachers. http://www.weac.org/wnbn and http:wnbn.groupsite.com